Remando para a inclusão: o direito à educação especial nas comunidades tradicionais de Parintins/AM

Abstract

This study aimed to evaluate school inclusion policies for students who are the target audience of special education in the rural area of the municipality of Parintins/AM. The right to education is a fundamental social right for all individuals, regardless of their condition or origin, in light of human rights and inclusive educational policies. In the Amazonian context, ensuring this right has proven even more challenging, especially concerning the educational rights of people with disabilities. The researched regions, located in remote and difficult-to-access areas, face several challenges, such as a lack of infrastructure and accessibility, the absence of specialized professionals, and a lack of information about legislation. Methodologically, the research was characterized as a field study, including bibliographic and documentary research, adopting a qualitative approach. Data collection was carried out through a semi-structured interview script, conducted with school administrators, teachers from the Multifunctional Resource Room, specialized educational support monitors, parents and/or guardians of students in special education, as well as the municipal inclusive education coordination. The study was conducted in two schools located in traditional communities in the upland area of Parintins/AM. The participants' reports highlighted significant difficulties regarding access to and retention of special education students. Among the main challenges were the lack of continuous teacher training, the absence of accessibility in schools, the precarious monitoring by the municipal inclusive education coordination due to financial and human resource shortages, as well as regional specificities that exacerbate these difficulties. It was found that strategies to engage families are still ineffective in involving them in the school inclusion process. Despite efforts in implementing inclusive practices, these actions have largely been carried out by Specialized Educational Assistance (AEE) teachers.